"We must not confuse the thrill of acquiring or distributing information
quickly with the more daunting task of converting it into knowledge and
wisdom." - Principles of Technorealism -- Principle 4http://www.technorealism.org/

(This is the first of many quotes-for-the-week stolen from Brian Smith's
"Laughing Librarian" site.)

"With the growing number of for-profit information providers such as Questia
arriving on the information scene, there is much debate and concern among
librarians. Traditionally, information vendors and publishers sell their
products to libraries, who in turn make them available to the public. But
companies such as Questia are changing all that..."
_________________________________________________________________________top

I am forwarding this for your information and -- for those of you in the US
-- action (not that the issue of internet filtering is just a US concern,
but the proposal here forwarded deals with it in the US context).

I support Chuck Munson's initiative on this. It goes beyond what the
official library organizations are likely to do and that, in my opinion, is
good, because we need to make this a popular issue -- especially among the
youth -- and not just a matter of lobbyists jockeying around legislation.
Only mass discontent with these policies, the discouragement of their
acceptance by public institutions and the encouragement of active (and
passive) resistance will make a difference.

Even as I'm working within ALA on these matters, I'm signing on. I hope
some of you will too.

>
>Nofilters.org - New anti-filtering website
>Will support grassroots movement against Internet filtering in libraries
>
>I'm pleased to announce the official launch of NoFilters.org, a new
>collaborative website for those doing grassroots organizing to resist
>Internet censorship in our libraries. With the passage of recent
>congressional legislation that mandates that libraries censor the
>Internet, the fight to resist Internet censorship in our libraries
>becomes more important than ever. We should be encouraged by the fact
>that victory is within our reach, but it won't come easily. It will take
>a coordinated campaign to educate the public about the Internet and its
>use in libraries. It will take direct action by those being censored,
>our teenagers, in order to eliminate this 21st century equivalent of
>book burning. Unfortunately, their is still a minority in our society,
>which is slowly declining, which enagages in campaigns of lies,
>distortions, and hysteria to force their values on the rest of us,
>especially those of us who are young adults.
>
>NoFilters.org will be the information clearinghouse for this grassroots
>campaign. It will provide news about filtering efforts, actions and
>protests of filtering, congressional legislation, and much more.
>
>This new website is a collaborative effort. It won't be the mouthpiece
>of any one activist or personality. Several librarians have already
>volunteered to help with the website. We are looking for more writers,
>especially people who are willing to help us expand the section,
>"Frequently Asked Questions about Library Filtering."
>
>Successful grassroots activism requires more than writing webpages or
>writing e-mails to a listserv. It also requires outreach to the greater
>public, visible protests, and direct action. If you are planning an
>anti-filtering protest, please let us know so more people can join you.
>
>We can defeat Internet filtering in libraries, if we work together!
>
><< Chuck0 >>
> http://www.nofilters.org
>

"You are cordially invited to see the future of digital library
services at OCLC's Web site: http://www.oclc.org/strategy/ .
There you will find a document titled "Extending the OCLC Cooperative:
A Three-Year Strategy." It outlines plans for libraries and OCLC
to transform WorldCat from a bibliographic database and online
union catalog to a globally networked information resource of
text, graphics, sound and motion. This enhanced version of
WorldCat will include a shared knowledge base supported by a set
of integrated, web-based tools and services that facilitate
contribution, discovery, exchange, delivery and preservation of
knowledge objects and shared expertise of participating institutions."

"Through new or enhanced services from OCLC, libraries will become a
ubiquitous presence on the Web, viewed as a preferred and authoritative
source of information. Libraries will customize their users' interface
to WorldCat, with links to reviews, full text, images and other files in
addition to bibliographic information. These services will help build
library brand on the Web. End users will move easily between the library
and the Web. OCLC will also facilitate establishing an expert library
cooperative in which libraries pool expertise and resources to provide
around-the-clock, around-the-world reference support for people looking
for information on the Web."

I happened across this call for librarians to dispel the stereotype at the
Inside Edition with Deborah Norville website. Remembering our previous
thread about the subject, I thought many of you may be interested in
pursuing this opportunity.

"Dispell(sic) the stereotype. Inside Edition is currently seeking an
outgoing female librarian between the ages of 21 and 35 to switch lives
with a Las Vegas showgirl for an upcoming "switch" Inside Edition segment."

Anyone interested, can find out more information at their web site. I look
forward to seeing one of you represent us all! Alas, I am beyond the age
limit.

As a service to our readers, listed below is the table of contents for
Reference Services Review 28:4 (2000), a special issue containing
selected papers from LOEX-of-the-West 2000 Conference: Creativity and
the Art of Library Instruction.
--Ilene F. Rockman, Editor, Reference Services Review

---

Editorial: The Courage to be Creative, Ilene F. Rockman, p. 301.

Creativity and the Art of Library Instruction: Introduction to a
Special
LOEX-of-the West 2000 Issue, Ken Kempcke, pp. 302-303.

The Pernicious Librarian has moved again, this time back to Conk
because Conk doesn't have any annoying little windows showing
advertisements to sites you will never visit ever. (Sure, I'd love to
chat with Jay-Z, but I just know my question wouldn't get thru.)
Anyway, the URL is now http://www.conk.com/perniciouslib/. Now that
the holidays are over, I'll updating it more often too!

Love and clean underwear,
Chris

=====
Norma: "I think that the right woman could reform you."
Toddy: "You know, I think the right woman could reform you."
- "Victor/Victoria"

SPARC and the Triangle Research Libraries Network (TRLN) today launch
DECLARING INDEPENDENCE: A GUIDE TO CREATING COMMUNITY-CONTROLLED
SCIENCE JOURNALS, a how-to handbook and web site that guides editors
and editorial board members of scientific journals toward responsible
journal publishing. To see the site or download a PDF version of the
handbook, please go to: http://www.arl.org/sparc/DI.

As you know, many editors and editorial board members of STM journals
are unaware of the serials crisis; more to the point, they are
unaware they may be part of a journal whose high cost and
unsatisfactory policies contributes to the serials crisis. DECLARING
INDEPENDENCE presents this issue in a straightforward way to
researchers who may wonder what their responsibilities are and how
best to change the status quo.

DECLARING INDEPENDENCE is divided into three sections: the first
helps researchers determine whether or not their journal serves its
community; the second presents alternative publishing options; the
third guides researchers through an evaluation process of these
alternative options. There are also extensive web resources and
journal pricing charts included in the appendices, along with a
bibliography.

Our goal throughout was to back up librarians' excellent educational
efforts on campus. DECLARING INDEPENDENCE is a complement to the
work many of you have already undertaken vis a vis SPARC and the
Create Change campaign.

The handbook will be mailed (via traditional post) to about 1400
editors and editorial board members of STM journals (based on the
Create Change database of the 100 most expensive journals, located athttp://www.createchange.org/resources/journal.html ). We are also
distributing it through scientific associations and at ALA. Each
SPARC and ARL library will receive five copies; any institution can
order up to 50 additional copies, free of charge, by sending an email
to pubs[at]arl.org.

Thank you very much for your support. Please post this within your
institution and/or to any relevant listservs, and feel free to email
me any feedback or comments.

IS EVERY PUBLIC LIBRARY AND SCHOOL REQUIRED TO USE FILTERING OR BLOCKING
SOFTWARE ON COMPUTERS THAT ACCESS THE INTERNET?

No. Only libraries that receive Universal Service Discounts or funds
available under the Library Services and Technology Act or Title III of the
Elementary and Secondary Education Act of 1965 must certify compliance with
the Act.

WHAT TYPE OF FILTERING SOFTWARE MUST BE USED?

The Act does not require use of specific filtering software. Instead, the
Act requires the school or library seeking funds to certify that it is
using blocking or filtering technology that blocks access to visual
depictions of the type specified in the legislation.

WHAT VISUAL DEPICTIONS MUST BE BLOCKED?

For adults, the recipient of funds must block access to visual depictions
that are obscene as defined by the federal obscenity statute, 18 U.S.C. §
1460 et seq., and child pornography as defined by 18 U.S.C. § 2256. For
minors, the recipient of funds must block visual depictions that are
obscene and child pornography, as well as visual depictions that are
"harmful to minors."

WHAT IS OBSCENITY?

The federal obscenity statute does not itself contain an express definition
of obscenity. However, in the landmark case of Miller v. California, 413
U.S. 15 (1973), the Supreme Court established a test/definition for
obscenity that is now implicitly incorporated into the federal statute: (a)
whether "the average person, applying contemporary community standards"
would find the work, taken as a whole, appeals to the prurient interest;
(b) whether the work depicts or describes, in a patently offensive way,
sexual conduct specifically defined by the applicable state or federal law;
and (c) whether the work, taken as a whole, lacks serious literary,
artistic, political, or scientific value.

WHAT IS CHILD PORNOGRAPHY?

The federal child pornography statute, 18 U.S.C. § 2256, defines "child
pornography" as "any visual depiction" of a minor under 18 years-old
engaging in "sexually explicit conduct," which includes "actual or
simulated" sexual intercourse, bestiality, masturbation, sadistic or
masochistic abuse, or "lascivious exhibition of the genitals or pubic
area." The statute's definition includes not only actual depictions of
sexually explicit conduct involving minors, but also images that "appear
to be" minors en aging in sexually explicit conduct.

WHAT IS "HARMFUL TO MINORS"?

The Act defines "harmful to minors" as "any picture, image, graphic image
file, or other visual depiction that (i) taken as a whole and with respect
to minors, appeals to a prurient interest in nudity, sex or excretion; (ii)
depicts, describes, or represents, in a patently offensive way with respect
to what is suitable for minors, an actual or simulated normal or perverted
sexual acts, or a lewd exhibition of the genitals; and (iii) taken as a
whole, lacks serious literary, artistic, political, or scient fic value as
to minors."

WHAT IS A "MINOR"?

A minor is defined as an individual who has not attained the age of 17.

CAN THE FILTER EVER BE DISABLED?

The Act provides that an administrator, supervisor or "other authority" may
disable filtering or blocking technology to "enable access for bona fide
research or other lawful purposes."

WHAT IS A "BONA FIDE RESEARCH" OR OTHER "LAWFUL" PURPOSE THAT WOULD JUSTIFY
DISABLING FILTERING OR BLOCKING TECHNOLOGY?

The Act does not provide a definition. The terms are vague.

WHEN MUST MY SCHOOL OR LIBRARY PROVIDE THE REQUIRED CERTIFICATION?

The Act is unclear about the applicability of the certification procedures
and the timing of necessary certifications. The Federal Communications
Commission has indicated that it will promulgate clarifying regulations
related to Universal Discounts during January, 2001. The Secretary of
Education and the Director of the Institute of Museum and Library Services
have not indicated whether regulations will be issued.

IS THERE TECHNOLOGY THAT WILL FILTER OUT OBSCENITY, CHILD PORNOGRAPHY AND
MATERIAL THAT IS HARMFUL TO MINORS WITHOUT BLOCKING ACCESS TO
CONSTITUTIONALLY PROTECTED SPEECH?

No. At this time, the American Library Association is not aware of any
filtering program that will block out illegal content but allow access to
constitutionally protected materials.

WHAT IS THE "NEIGHBORHOOD CHILDREN'S INTERNET PROTECTION ACT"?

This subsection applies to libraries seeking Universal Service Discounts
from the Federal Communication Commission. NCIPA provides that libraries
and schools receiving Universal Service Discounts must adopt and implement
an Internet safety policy that addresses the following issues: (i) access
by minors to inappropriate matter on the Internet and World Wide Web; (ii)
the safety and security of minors when using electronic mail, chat rooms,
and other forms of direct electronic communications; (iii) unaut orized
access, including so-called "hacking," and other unlawful activities by
minors online; (iv) unauthorized disclosure, use, and dissemination of
personal identification information regarding minors; and (v) measures
designed to restrict minors' access to materials harmful to minors.

ARE THERE ANY REQUIREMENTS ON THE TYPE OF POLICY THAT IS ADOPTED?

Yes. Prior to adopting an Internet Safety Policy, the school or library
must hold at least one public hearing or meeting to address the proposed
policy. Otherwise, the legislation that does not further specify the
contents of the policy.

WHAT IS "INAPPROPRIATE" FOR MINORS?

The determination of what material is "inappropriate" is left to the school
board, local educational agency, library or "other authority." The
legislation provides that no agency or instrumentality of the United States
Government may establish criteria for making the determination that
material is inappropriate, review the determination of the local authority
or consider the criteria in the administration of the Universal Service
Discounts.

NOTE: The ALA Washington Office will sponsor a program on Saturday,
January 13, 11:00 AM - 12:30 PM on compliance with the law (Washington
Convention Center, Room 29).

On Saturday, January 13, attend the "Libraries and the Internet" Advocacy
Training, 1:30 - 4:30 PM, Hotel Washington Ballroom. The newly revised
Libraries and the Internet Toolkit will be used at this training session.
The Toolkit is also available athttp://www.ala.org/alaorg/oif/internettoolkit.html.

Mary Ghikas asked that the following document be forwarded to the Council list.
____________________________________________________

Task Force on Core Competencies
First Draft Statement

Task Force Charge

To draft a statement of core competencies, building on the
existing work of ALA divisions and partner associations, for review
by members and divisions and then approval by ALA Council.

Background

The report of the 1999 Congress on Professional Education
contained two recommendations related to Core Competencies:

1.2 Identify the core competencies for the profession. A clear
statement of competencies should be available to educators,
practitioners and the public; while there has been concern expressed
about lack of attention to particular core competencies, there is a
statement of core competencies and of their importance for
accreditation in the current [1992] Standards for Accreditation;
these need to be affirmed and profiled, or reconsidered and revised;
the resulting statement should be available separately as well; it
may be necessary to specify the disciplinary base (e.g. organization
of information and knowledge) and its application (e.g.
classification, cataloguing)

1.3 Describe the competencies of the generalist of the future.
It sometimes appears that each specialist association/division/group
has defined the essential professional and personal competencies
required to be employed, and effective, in their environment; while
these statements are useful both for educators for planning education
programs and professionals for planning continuing education, there
needs to be a foundation set for the generalist librarian.

In the fall of 1999, then President Sarah Long appointed a
task force to respond to recommendations 1.2 and 1.3. The task force
was encouraged to draw on the work of ALA divisions, as well as
sister associations such as the Medical Library Association, Special
Libraries Association and the American Association of Law Libraries.

An organizational meeting of the task force was held during
ALA Midwinter 2000, followed by a two-day working retreat in March.
During the retreat, task force members discussed competency
statements of ALA divisions, state associations, SLA, MLA and
curriculum goal statements of library schools. The beginnings of
core competency statements were tentatively drawn together. At the
annual summer conference in Chicago, July 2000, the task force held
an open hearing to gain further input and continued to revise their
work. It was agreed that a first draft, in whatever format, would be
provided for open discussion at the January 2001 ALA Midwinter
meeting in Washington, DC.

Context

Below is a rough version of the ideas and areas that the task
force agrees should be included in a statement of core competencies
for initial professional preparation for librarianship. Or, to be
specific, these are competencies that each graduate of a master's
program, accredited by the American Library Association, should
possess. It is intended that the competencies be reflected in
graduate school curriculums, and that library school programs would
be accountable for teaching these competencies.

The competencies are for a generalist of the twenty-first
century. They are meant to complement the more specific competencies
of ALA divisions or the other library associations.

In reviewing the statement, the task force asks that you
think carefully about what should be expected as a competency before
acceptance into an accredited graduate school program, what should be
a competency learned during graduate school, and, finally, what
competencies should be the responsibility of the employer (on-the-job
training) or graduate (through professional development) after
graduation.

Input

The task force requests your input on the direction of our
thinking and on the specifics we have included below. These
statements are not wordsmithed nor are they expressed in "competency
language." That will happen after the direction and nature of our
work has received comment from the profession.

You may express your input by attending an open hearing on
Sunday, January 14, 2001, from 2:00 p.m. to 3:30 p.m. in the ALA
Council Chambers, WCC, Hall C, or by emailing Sharon Hogan atsahogan[at]uic.edu or contacting one of the task force members.

Next Steps

The task force intends to have a final product for the summer
annual conference. If there is substantial disagreement, then a
second draft will be circulated at the annual conference.

Core Competencies

ORGANIZATION OF KNOWLEDGE RESOURCES:

The ability to organize collections of informational materials in
order that desired items can be retrieved quickly and easily is a
librarian's unique competency. Well-organized collections are the
foundation for all library service.

Competence in organizing collections involves thorough knowledge of
bibliographic and intellectual control principles and standards,
understanding of how to apply these principles and standards in
practical, cost-effective operations; and, the ability to collaborate
with those who provide systems for managing organizational functions
such as library vendors and institutional computer center staff
members.

The competent librarian uses a broad range of organizing methods
including, but not limited to, cataloging, indexing, classification,
metadata, and other data representation alternatives, in order to
facilitate the use of library materials.

Describe the principles and apply the methods of organizing
information, such as cataloging, classifying, indexing, abstracting and
metadata.

Demonstrate understanding of the information creation, dissemination
and use cycle.
>Demonstrate understanding of the effects of information and
>information dissemination on society and organizational structures.
>Demonstrate understanding of the changing information environment,
>e.g. economics, publishing, media, etc.
>Demonstrate understanding of the effects of the changing information
>environment on the profession.

Synthesize disparate information sources to satisfy user needs.

Demonstrate understanding of information retrieval techniques and their
appropriate use.

Listen and respond to information requests in a manner that encourages
further customer inquiry.

Act as a user advocate during the development of information products
and systems.

Provide instruction in basic information gathering and research skills,
including how to use and evaluate information sources.

Develop and implement an effective public relations program that
communicates the value of information literacy.

Demonstrate proficiency in examining the local and global information
environments for societal changes and service opportunities.

FACILITATING LEARNING:

The process of facilitating learning is a continuous one involving
both the teacher and the learner in ongoing interaction. In some
manner or other, virtually every librarian is involved in this
process and it is an increasing role for most positions. Academic,
public, school and special librarians frequently train themselves,
other staff and our users/customers individually and in group
settings. This process requires a new set of skills. The
understanding of the entire learning/teaching process influences how
we go about that training and how effective we are in its delivery.
Therefore, we at ALA believe it is imperative that each professional
should have certain basic skills and knowledge base to enable the
learning and teaching process. We acknowledge that these skills are
improved upon as these skills are utilized. These skills include
knowledge of learning theories and methodologies; the ability to
assess learning needs; capability to design and develop
educational/instructional programs appropriate to meeting these needs
including selection of appropriate delivery methods.

It is to be expected that those persons entering the field of school
media will have somewhat more extensive training in the field of
instruction and learning and the integration of these activities into
the curriculum, but we acknowledge that all beginning professionals
must have the foundation that will equip them to deliver effectively
in this role. To that end, we believe that the understanding of and
application of critical thinking skills, possession of acceptable
presentation skills using various media, the ability to design a
class which accommodates different learning styles, familiarity with
marketing/advertising activities to inform targeted audiences about
the availability of these services; the creation of handouts,
brochures, flyers, etc., and the formal and informal evaluation of
conducted programs and feedback and retooling based on the experience
are required. Knowledge of classroom design and physical space
arrangements and their impact on aiding the transfer of learning is
also required. The ability to use student or consumer centered
learning theory and other emerging learning philosophies must be
accommodated in the process.

Each of us works with a different audience, consumer if you will. It
is imperative to make the effort to know and understand that audience
and adjust our style(s) of training/facilitating, learning to best
work with that audience. This is essential to our core concept of
service to our community, whatever that community might consist of.

Apply different learning theories and methodologies.

Assess learning needs.

Design and develop educational/instruction programs appropriate to the
identified needs.

Demonstrate proficiency in evaluating technology products for their
appropriate application.

Read with comprehension functional and evaluative descriptions of advanced
technologies.

Assess the economic and service benefits derived from the application of
technology to library and information services.

RESEARCH:

An understanding of the research process is a competency important to
the success of the library profession as a whole. Research, whether
pure or applied, assists in the establishment of future directions of
the library profession and in the creation and refinement of
practice. It plays an important role in policy development, planning,
and the decision-making process. Research also allows the
demonstration of need to administrators, trustees, funding agencies,
and other institutions in and outside of the profession.

We believe that a basic, demonstrated knowledge of the research
process is important for all academic, public, school, and special
librarians. Knowledge of the research process and the accompanying
critical thinking skills are essential. This knowledge allows one to
understand the framework in work the research occurred. New persons
entering the profession should be able to demonstrate a basic
knowledge of the research process.

If you have the misfortune of reporting to a classic stick-in-the-ass
librarian, you may want to make note of the following excerpts from the
Roman Catholic Rite of Exorcism. Could come in handy.

I adjure you, ancient serpent, by the judge of the living and the dead,
by your Creator, by the Creator of the whole universe, by Him who has the
power to consign you to hell, to depart forthwith in fear, along with your
savage minions.... Depart, seducer, full of lies and cunning, foe of virtue,
persecutor of the innocent.... Tremble and flee, as we call on the name of
the Lord, before whom the denizens of hell cower... The longer you delay,
the heavier your punishment shall be; for it is not men you are contemning,
but rather Him who rules the living and the dead, who is coming to judge
both the living and the dead and the world by fire. R: Amen.
The Roman Ritual, Translated by Philip T. Weller, S.T.D., 1964

:) James

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